An Approach to instruction in which students learn one topic thoroughly before moving to a subsequent one (Ormrod, 398)
Origin of Mastery Learning:
Benjamin S. Bloom from the University of Chicago brought this concept to life. Bloom concluded that students could reach a high level of learning (Guskey, 2009)
Bloom’s Concept of Mastery Learning:
Feedback & corrective procedures
Example: Tutors, one-on-one teaching
Teachers organize concepts they want kids to master
1-2 weeks of instruction
Brief quiz and assignments on the unit are taught (Feedback procedure)
Formative assessment: Teacher assesses what the student has learned and what the student needs to know better
Corrective activities: Teacher suggests how student can practice this material further
After the students correct their mistakes, most of them have mastered the material
Some students then take a second formative assignment to test their mastery of the unit
(Guskey, 2009)
Basic Characteristics of Mastery Learning:
Students are given written material on the topic such as reading material and study sheets
Students complete assignments at their own pace
Students prove their proficiency before moving onto the next topic or unit
Students who need help with mastering the topic are given learning aids and materials
(Questia)
The teacher Mr. Wayne demonstrates in this video how he likes to implement mastery learning in his classroom. He does things a little differently because he does give students a deadline on when they need to hand in their mastery assignment. But over all, it's a decent explanation as to how teachers use mastery learning in their classrooms.
An Approach to instruction in which students learn one topic thoroughly before moving to a subsequent one (Ormrod, 398)
Origin of Mastery Learning:
Benjamin S. Bloom from the University of Chicago brought this concept to life. Bloom concluded that students could reach a high level of learning (Guskey, 2009)
Bloom’s Concept of Mastery Learning:
- Feedback & corrective procedures
Example: Tutors, one-on-one teaching- Teachers organize concepts they want kids to master
- 1-2 weeks of instruction
- Brief quiz and assignments on the unit are taught (Feedback procedure)
- Formative assessment: Teacher assesses what the student has learned and what the student needs to know better
- Corrective activities: Teacher suggests how student can practice this material further
- After the students correct their mistakes, most of them have mastered the material
- Some students then take a second formative assignment to test their mastery of the unit
(Guskey, 2009)Basic Characteristics of Mastery Learning:
- Students are given written material on the topic such as reading material and study sheets
- Students complete assignments at their own pace
- Students prove their proficiency before moving onto the next topic or unit
- Students who need help with mastering the topic are given learning aids and materials
(Questia)The teacher Mr. Wayne demonstrates in this video how he likes to implement mastery learning in his classroom. He does things a little differently because he does give students a deadline on when they need to hand in their mastery assignment. But over all, it's a decent explanation as to how teachers use mastery learning in their classrooms.
-Erica Magnotta, page created October 6, 2013
Webliography:
Guskey, T. (2009). Mastery Learning . Retrieved October 6, 2013, from http://www.education.com/reference/article/mastery-learning/
Mastery Learning (n.d.). Retrieved October 6, 2013, from http://www.questia.com/library/education/educational-psychology/learning-styles-and-theories/mastery-learning
Ormrod, Jeanne E. Educational Psychology. (2011). Print. P. 398
http://www.youtube.com/watch?v=KsRRc_rQblI